Abstract
OBJECTIVE: to identify competency strengths and weaknesses as perceived by nursing professionals who graduated with a integrated curriculum and competency-based through Problem Based Learning in small groups. METHOD: an intrinsic case study method was used, which analyzes this innovation through former students (from the first class) with three years of professional experience. The data were collected through a questionnaire and discussion groups. RESULTS: the results show that their competency level is valued in a very satisfactory manner. This level paradoxically contrasts with the lack of theoretical knowledge they perceived at the end of their education, when they started working in clinical practice. CONCLUSIONS: the teaching strategy was key to motivate an in-depth study and arouse the desire to know. In addition, Problem Based Learning favors and reinforces the decision to learn, which is that necessary in the course of professional life.
Highlights
The entry into the European higher education convergence process had entailed a revision of the educational paradigms towards lifelong learning
The weaknesses emerge from the analysis of the open question about the difficulties they have faced while working as professionals, which can be attributed to their education
The safety, responsibility and skills to manage new situations, together with the highly positive valuation of their competency level, are the basic characteristics that localize the graduates at the advanced level instead of the competent level, as expected from professionals who, despite three years of professional experience, have not worked at the same service
Summary
The entry into the European higher education convergence process had entailed a revision of the educational paradigms towards lifelong learning. Nursing competency is conceived as the set of skills, attitudes, knowledge and complex processes for decision making, which permit nursing activities at the required level at all times This implies the ability to put the knowledge, skills and attitudes characteristic of the profession in practice to solve and prevent a health problem, and the reference of a “knowhow” that is at least structured in three dimensions: a) the conceptual dimensions or critical thinking, which implies the knowledge, decision making, analysis and formulation of problems; b) interpersonal dimensions, such as values and attitudes and c) the technical skills. All of these competences can be expressed in terms of responsibility towards the patient-user, the nurse herself, the health team, the profession, the community and the society in general
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